麗聲快樂(lè)自然拼讀教程4 Unit9 Alternatives ow ou 教案

1、 麗聲快樂(lè)自然拼讀教程（第四級(jí)）Unit 9 Alternatives: ou and ow教學(xué)設(shè)計(jì)一、教學(xué)目標(biāo) Students will be able to understand ou and ow can make /ou/ sound.Students will be able to identify the sound of ou and ow in words. Students will be able to write ou and ow.Students will be able to recognize and read the alphabet and tricky w

2、ordsStudents will be able to blend and understand the meaning of words in the context.Students will be able to read and write the target words and sentences.二、教學(xué)重點(diǎn) 能夠知道ou, ow的發(fā)音。能夠進(jìn)行ou, ow及單詞的正確書寫。能夠?qū)u, ow進(jìn)行辨音。能夠認(rèn)讀Tricky words。能夠在老師的輔助下朗讀及書寫單詞和句子。三、教學(xué)難點(diǎn) 能夠在老師的輔助下朗讀及書寫單詞和句子。 四、教學(xué)用具教材課件彩筆教學(xué)過(guò)程Step 1 F

3、lashcard Review Revise some of the basic 42 sounds and some of the alternative letter sound spellings taught so far, including ph, soft c, soft g and igh.設(shè)計(jì)意圖:帶領(lǐng)學(xué)生復(fù)習(xí)舊知，為新知的學(xué)習(xí)做準(zhǔn)備。Step 2 Alternatives: the /ou/ soundRemind the children of the two main ways to write the /ou/ sound: ou and ow.The childre

4、n look at the /ou/ words on their page.Read these words with the children.The words are as follows:flour, about, count,mouse, found, sound,flower, shower, brown,downhill, vowel, clown.ou or ow?Read the first /ou/ word, mouse, and ask the children whether the /ou/ sound is spelt ou or ow in this word

5、.They should say ou.Using a pink pencil, the children circle the letters making the /ou/ sound in the word mouse.Then they write over the dotted word mouse in the large pink ou digraph on their page.The children read the remaining words and circle the letters making the /ou/ sound in each word.Then

6、they write the words in the corresponding digraphs on their page.設(shè)計(jì)意圖:導(dǎo)入/ou/，通過(guò)小游戲和活動(dòng)進(jìn)行/ou/音和形（ou，ow）的學(xué)習(xí)和練習(xí)。引入帶ou和ow的單詞，以圖片的形式完成音形義結(jié)合。Step 3 Tricky wordsIntroduce the three new tricky words: once, upon and always.The children look at the words in brown flowers at the top of the page: once, upon and

7、always.The children write inside the words once, upon and always using a brown pencil.Filling in the gapsThe children trace inside the outline letters in the word once, saying the letter names as they do so.Then the children cover up all instances of the word once on their page and try to complete a

8、 column of this word, by tracing over the dotted letters and filling in the missing letters.The children repeat these steps for the words upon and always.Complete the storyThis time, rather than completing sentences, the children have to fill in the gaps and complete a story.Read the first sentence

9、to the children, pausing at the two gaps._ _ a time, there was a little house in a big wood.Ask the children which of the three tricky words they have just learnt might come at the beginning of this sentence.Childrens stories often begin with the phrase, Once upon a time. and, with a bit of encourag

10、ement, the children should say once and upon.The children write once and upon in the first two gaps.Now read the first two sentences, including the two words filled in so far, and pause at the remaining gap.Once upon a time, there was a little house in a big wood. The wood was _ dark.Ask the childre

11、n whether they think the remaining tricky word, always, might fit in this gap. The children should agree that it does and write the word always in the final gap.The children read the two completed sentences again and finish the story on the remaining lines. They might like to continue their stories

12、on some extra paper, which can then be stuck into their books.Tricky word flowersThe children look at the tricky words flowers at the bottom of their page.Read each tricky word with the children.The words are as follows:four, right, goes, does, made, their.The children colour the flowers using a pin

13、k pencil.設(shè)計(jì)意圖：通過(guò)全班認(rèn)讀、互動(dòng)游戲、完成單詞、句子、聽(tīng)寫等小練習(xí)訓(xùn)練學(xué)生認(rèn)讀視覺(jué)詞的能力。Step 4 Blending practiceGreenhouse, cowshed, however, found, without, about, outing, mounted, power設(shè)計(jì)意圖：訓(xùn)練學(xué)生拼讀能力，為讀單詞、句子做準(zhǔn)備。Step 5 Reading sentencesWrite the following sentences on the board, pointing out the tricky words and blending any unknown

14、words with the children. （Teacher can choose 4-5 sentences each time.)1. Mum had a new blouse for her birthday.2. There was a large crowd at the festival.3. There are their hats and coats.4. He does not want any more sandwiches.5. We ate a thick stew at their house.6. They made little statues from m

15、odelling clay.7. She is always bouncing up and down.8. They have only been to the park once.9. At night, I lay upon my bed.10. He always sings that song.11. We always want more vegetables.12. We must sift the flour into a bowl.13. It is always hot when the sun is out.14. Mum and I went camping by th

16、e lake once.15. Those angry dogs always bark loudly.16. Once upon a time, there was a frog who turned into a prince.設(shè)計(jì)意圖：訓(xùn)練讀句子的能力，為閱讀句子和短文做準(zhǔn)備。Step 6 Words and sentencesRead a story that the children know well and like.Write the title of the story on the board.Read the title with the children.Ask a c

17、hild to say one sentence about the story. You may need to stop the child at the end of their sentence, as most children will try to carry on.Ask some other children to say a sentence about the story. Encourage the children to say a different sentence each.WritingThe children copy the title of the st

18、ory onto the top line and re-tell the story on the remaining lines.PictureThe children draw a picture illustrating the story in the picture frame.Note 1: spellingAt this stage, the childrens spelling will not always be accurate, but their work will be readable. Spelling gradually improves through re

19、ading many books and learning the alternative letter-sound spellings.Note 2: titleTeachers should feel free to set their own writing subject. The title of the writing exercise does appear on the childrens pages, but the picture frame is empty and the lines are blank. It may be that the children woul

20、d like to write about a recent holiday they have celebrated, or a story they have heard. If this is the case, teachers can set their own title and guide the childrens writing accordingly.設(shè)計(jì)意圖：從讀到寫，訓(xùn)練學(xué)生的書寫能力和寫作能力。通過(guò)繪畫，培養(yǎng)學(xué)生創(chuàng)造性思維。Step 7 ComprehensioncelebrationsDiscuss a recent party or celebration wit

21、h the children. For example, the class might discuss a carnival, a festival, a family celebration, or a birthday party they have been to recently.Read the first incomplete sentence on the childrens page.We had a party for _.Ask a child to say one sentence about why he or she was celebrating. For example, I got a new sister. It was my birthday.You may need to stop the child at the end of their sen